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Direct linkCastillo-Montoya, Milagros; Ives, Jillian – Journal of Higher Education, 2021
Drawing on students' prior knowledge can enhance learning, but we know little about how instructors learn to teach with this knowledge in mind. Through a two-year embedded case study, we sought to examine how 10 college instructors' teaching conceptions and practices relevant to minoritized students' prior knowledge shifted over the course of two…
Descriptors: College Faculty, Minority Group Teachers, Teacher Attitudes, Self Concept
Peer reviewedCranton, Patricia – Journal of Higher Education, 1994
Two recent theoretical developments in adult education, self-directed learning and transformative learning, are applied to the college faculty development process. With this approach, faculty learn to direct their own learning process, become aware of their assumptions about teaching, and revise them using critical self-reflection. (MSE)
Descriptors: Adult Education, Adult Learning, College Faculty, College Instruction
Peer reviewedWilliams, W. C. – Journal of Higher Education, 1985
A model to gauge students' levels of understanding during presentations, based on Craik's levels of cognitive processing, is proposed. Students' responses associated with each level are identified and discussed. (Author/MLW)
Descriptors: Cognitive Processes, College Faculty, College Instruction, College Students
